Pippi Longstocking” by Astrid Lindgren, and a Troll‟S Legend “...”

Nardei Marzia 73932 Barbari Silvia 73774

Professor: Bortoluzzi Maria and Dott. Mityana Vaccaro

Academic year: 2007/2008

HOME SWEET HOME!!

1. WHY PROJECT WORK?

There are a lot of reasons in choosing “project work”. As mentioned in “Project with young learners” (Philips Diana, Burwood Sarah, Dunford Helen, 1999), a project is organized in a way that children can have an active role and be aware of what they are doing. In it every activity is linked one to the other and none of the children have a passive part. It will educate the whole child: using a wide range of skills such as intellectual skills, physical/motor skills, social skills and learner independence skills. Everybody feels involved and at the same time has the opportunity to challenge him/herself overcoming his/her own limits. “This approach encourages emotional and personal development. Wherever possible, children are given an opportunity to produce work which is personal and individual, which reflects their ideas, tastes, and interests; they are encouraged to express their feelings, and their opinions are sought and valued” (Philips, Burwood, Dunford, 1999:6). Children have a natural curiosity for language and fascination with projects that challenge them to use a range of talents, skills and material in a creative way. It will inspire pupils to make a variety of “products” and encourage them to work collaboratively in order to reach the same aims. Children at this age, see parents as their first and almost unique reference point. In nursery school, the teachers also have a significant role from them. It‟s very important then, to have a dialogue between teachers and children‟s parents in order to have a common line in “educating” the children, that‟s why this project will be presented to the parents first and then it can start during the lessons.

2. INTRODUCTION TO THE WHOLE PROJECT

"One may make their house a palace of sham, or they can make it a home, a refuge." - Mark Twain

“Home sweet home”… why such a project about it? The house/home is a point of reference and a place where everyone feels secure, and it‟s fundamental for each person. It‟s a point in common among people from different countries and with different cultures. In our multicultural society, the feeling of insecurity given by puzzlement is growing. The role of the school is important for the integration of foreign pupils, but not only for them. There are a lot of differences: between people from different countries but also between neighbours; and last, but not least, also between people that are living in the same house or class. That‟s why this project will consider some aspects of some foreign countries but also of Italy to make children aware that everyone is different but that they also have some common aspects such as needs, fears which make us similar.

Each person has his/her difficulties in being integrated in such a varied society. This project is about the “meaning” of the house for the children. We want to let children be aware of the differences between “house” and “home”. House is the building where people live (generally a family); home is related to the feeling of belonging. When speaking about the “house”, its general structure (the roof, the walls, the material used to build it…) it will be considered in order to make a comparison between two different kinds of houses in different countries. With this distinction children will be able to understand that each country has its own type of house due to the fact that both the environment and the culture are different and these influence habits. Home is a place where a child is safe: it‟s a reference point. As said before, home is related to the affects (family and friends); a place where everybody can have a rest and be more relaxed than in other places. Home is:

 A dwelling place together with the family or social unit that occupies it;  An environment offering security and happiness.  A valued place regarded as a refuge or place of origin.  The place, such as a country or town, where one was born or has lived for a long period.

The house has different characteristics in different countries, but they are only superficial aspects. At the same time, the people have different physical characteristics, but the important thing is how human beings are that is similar. In fact, everybody has in common fears and needs. The home is more important than the house because it‟s connected with the soul of the people who live there, and with their feelings.

The house will be studied from different points of view which are the different areas: Italian; science; geography, art, maths, psychomotricity, social issues, English language (L2).

Some experts of the building area will be invited to speak about their jobs. They will propose some special activities to all the children (divided into small groups). These activities will be repeated in each area/field of knowledge. For example, the English teacher will propose building of the Scandinavian house and this will be compared with Italian houses.

Even if the project has been planned for the whole school, here only the part for the three-year-old children about the English field/area will be outlined.

3. CONTEXT (for the whole project)

The project is meant for the children of the whole nursery school which is organized in three classes: three, four and five-year-old children. There is a high percentage of foreign pupils from different countries.

4. TIME

The project will take 5 months, from January to May. In this period of the year, also the youngest children will be emotionally prepared to face this kind of project. In fact, they are integrated in the school and they are familiar with the people who work there, and also with the other children. They are more independent and so they are more prepared to be involved in a project.

5. OTHER PEOPLE/GROUP INVOLVED

A project is a great opportunity to connect the school with people that generally have nothing to do with the school system and environment. In this specific case, some experts that work in the field of building such as an architect, bricklayer, carpenter, and the mayor of the village will be invited to speak about their jobs to the children. The builder will explain how he builds Italian houses and he will build a small wall in the garden together with the children. The architect will talk about the “esthetic” and the safe part of the house: how to arrange the furniture inside the house in order to be safe. They will observe critically the school from these points of view. The carpenter will explain the different uses of wood for example to build houses, part of them (like the roof or the balcony) or furniture. He will make small objects with the children. The mayor will speak about the organisation of the houses in the village saying that there are some areas for farms and others for houses.

6. DIFFERENT AREAS INVOLVED

This project has been planned to incorporate language points, vocabulary items, and skills which are suitable for children in a nursery school. Each activity will integrate some particular skills and at the end of the project a balance of skills will be achieved. This project will involve different subjects, or still, different areas. When working in nursery school, it is not possible to talk about traditional subjects, but children can actively work on some experiences in different areas/fields of knowledge. Italian language area/field: through the tale “I tre porcellini” the children will be able to understand the affective and emotional meaning of the house/home. They will explore the language and its meanings and sounds. Scientific area/field: the children will use different materials. Through them they will be able to understand that people build houses considering climate and weather. Artistic area/field: the children will use their imagination to create small houses considering things they would like to have in their “dream-house” using different materials (clay; wood; cloths; paper). Mathematic area/field: the children will be able to use different kinds of measurements such as length, height, weight, width, depth. Psychomotricity area/field: they will play with “building blocks” to build houses and play inside them. All the activities will put together the physical and the emotional aspects. Social area/field: it will be considered the connection between the house and social life: if a child lives in a detached house or in a block of flats, his/her social life is different. The teachers who will work in this project are the teachers of each section/class. Obviously, their work is closely connected and linked.

7. GENERAL AIMS OF THE WHOLE PROJECT

Always taking into consideration the age of the children, they will learn to: accept the other get to know the differences among one each other (cultures, behaviours, habits, houses) be aware of the importance of the house/home for a person be aware that the house is a point of reference create a positive atmosphere in the classroom improve cooperation among one another develop empathy learning to understand body language and facial expressions improve the ability of working in small groups Develop sensory motor skills and improve manual ability (play games, cutting, drawing, gluing…) increase self-esteem, self confidence and ability to react to new and different situations develop the ability to be expressive and imaginative express themselves through art activities work together sharing competences, strategies and knowledge respect their turn respect rules of a game develop social skills, help and cooperation during the various group activities.

8. INTRODUCTION TO THE ENGLISH PART OF THE PROJECT

This project has been planned for very young learners, three-four-year-old children who have not yet started compulsory schooling and who are developing all the competences and skills in their mother tongue (L1). It is for the whole school and it will be developed in different ways according to the ages and skills. The three-year-old-children will have the first approach to the English language. So the first part will be about their identity, some aspects of other cultures and differences between house and home. For them it‟s difficult to understand the meaning of house and home. The teacher will help them associating house to the structure of it, and home with the people who live inside of it. This is a way to give meaning to these concepts because for children it is difficult to talk and think about abstract “things”. The four-year-old-children will talk directly about the house and home, considering some aspects about them in the different countries and cultures. The five-year-old-children will focus their attention more on the structure of the village and the social role of each building. Considering the differences between house and home, they will speak about the Italian and Scandinavian cultures. Scandinavian houses are made of wood and the structure is not like the Italian one: even a child can see that physically they are different. The challenge and power of this project is that, while pupils come close to the English language, they are already working on some basis and topics with the other areas and fields of knowledge. Children have a natural curiosity for language and fascination with project that challenge them to use a range of talents, skills and materials in creative ways. The English section is developed into 4 main parts: the identity of the child; some important aspects of different culture (the cultures of foreign children in the school); the meaning of house as a physical place, where to protect oneself from any kind of danger; the meaning of home as something related with the inner feelings of the children, feelings and relations with the family.

During the English part of the project, the teacher will use a simple story to create the context and it is extremely important to involve children. Storytelling is something that children love. The storytelling moment is a special event where the teacher and the children share their emotions, humour, actions and the suspense, the anticipation and the surprise of the story. In this way, a natural communicative situation is provided where pupils interact with the story, the storyteller and each other. The lead is “The Cloud Olga”: a cloud that comes from Australia. She travels a lot around the world to see new places and meet new friends. She‟s eager to learn about new cultures. One day she needs a place where she can have a rest after her trips. It is funny to travel all around but when she is at home she feels more secure, more relaxed and she can take a rest.

Olga‟s trip will be visualized with a world poster (a planisphere) just to let them think that there are other “places”. When Olga flies to a different country, the teacher will put a small cloud on the poster to show Olga‟s movements. We have chosen an Australian mediator: to avoid the risk of using stereotyping English language (British English) and culture; to help us introduce and use English as lingua franca. The entire project is planned keeping in mind the richness of each culture that will be considered, avoiding cultural stereotypes. In this case, the English language is an opportunity to talk about the concepts of house and home. In the Italian language there are not two different words for them and it would be more difficult to separate the two concepts. So, English will be a vehicular language.

This project is organized considering the “multiple intelligences” studied by Gardner: linguistic intelligence; logical mathematical intelligence; musical intelligence; bodily-kinaesthetic intelligence; spatial intelligence; interpersonal intelligence; intrapersonal intelligence; naturalist intelligence. We have also considered the different learning styles when choosing the different activities proposed: visual; auditory; kinaesthetic.

9. CONTEXT (for the English part)

- AGE: 3 - LEVEL: first class - NUMBER OF CHILDREN: 12 ( seven boys and eight girls) - TYPE OF CLASS: 9 Italian children; 1 Brazilian child; 2 Indian children. - TYPE OF SCHOOL: nursery school

10. PREREQUISITES

- to be able to follow a story in L1; - to be able to recognize the teacher‟s role as a reference; - to be able to stay and play with other children - To feel part of the group (class) and feel at ease with classmates.

11. PLACE

English classroom. We have got a big class to do all activities: we need a lot of space.

12. LAYOUT OF THE CLASS

- To listen to the story and to sing a song the children are in a semicircle, facing the teacher because communication is easier. - To do manual activities, children are in groups around big tables.

13. CLASSROOM LANGUAGE

Children can pick up a lot of language through the normal day-to-day routine of what we do in class. Greetings, instructions, and simple exclamations should all be carried out in English from the beginning. The teacher responds in English even if the children use their first language, but gradually we will encourage them to use English themselves. The teacher can give some simple instructions in English like:

- Look at me/ listen to me/ could you come here please? - Don‟t do that - Quiet please - Make a circle/ hold hands/ drop hands - Put your hands up It is important to praise young children‟s efforts. Some useful phrases could be: - Well done! - Very good! We can lead children to use daily language: - Can I have…? - Can I go to the toilet please? - Hello! / Bye-bye! - I‟ve finished. Young children are, by nature, exuberant and they may lack the ability to control the volume of their voice. A certain amount of working noise is to be expected and demonstrates that the children are involved in their activities.

14. ROUTINE

Routines are important for small children because they give a sense of security and children know what to expect. The following will be carried out on a routine basis: - The song “Hello, hello!” to mark the beginning and the song “See you soon” at the end of the lessons; - Olga‟s greetings at the beginning and at the end of lessons; - Classroom language during the activities. The teacher will use a lot of repetitions to allow children to learn vocabulary and sentences in a meaningful context. The teacher will not teach the routine songs because these songs will only mark routine. Children will learn them by listening to them every time (acquisition of language).

15. LESSON STRUCTURE

At the beginning of each lesson there will be a storytelling about Olga‟s trip. Every lesson will have different activities, but in this project only the main activity of each will be described. It will enclose the most important aims of the lesson. Routines and classroom language will be used to reinforce vocabulary and language items.

16. WHY USE SONGS, RHYMES AND CHANTS?

A linguistic resource They allow new language to be introduced and structures and vocabulary to be reinforced and recycled; They present familiar language in new and exiting forms and in a rich, imaginative context; They provide for lots of natural and enjoyable repetition; They can be used to develop all skills (linguistics and other) in an integrated way; They help improve all aspects of pronunciation;

A psychological/affective resource They are motivating and fun and help develop positive attitudes towards the target language; The more inhibited child will feel secure when singing and chanting in a group; They can encourage a feeling of achievement and build children‟s confidence to learn chunks (pieces) of language which they can show off or teach to friends or members of the family;

A cognitive resource They help to develop concentration, memory and coordination; They sensitize children to rhyming and meaning; Repetition enables children to predict what comes next and to consolidate language items; Accompanying actions in songs and chants or gestures help to reinforce meaning

A cultural resource They can contribute to the cultural component of a language programme. Children can be encouraged to make comparisons with those in their own language.

A social resource Singing and chanting together is a shared social experience and helps to develop a class and a group identity; They can be used as the basis for a performance or show.

17. THE USE OF CHILDREN’S LITERATURE

The rich variety of literature for children serves as a wonderful vehicle for many things. Stories have the power to invite readers to enter its world and experience the lives of the characters in a profound way. As humans, our world is shaped by our interactions with others. Through stories, listeners, in our case children of nursery school, can discuss their feelings, beliefs, opinions, thoughts, talking about the characters of the story. In this way they face some aspects of their life from the outside: they talk about what happens in the story but at the same time they are sharing their thoughts. In this project different genres of literature will be presented: fairytale; myth/legend, transgressive literature, drama, rhymes and songs. These different genres allow children to be more involved in different ways. Some of them involve children emotionally, while others focus more on the language (sounds, vocabulary…). Fairy tales may be written or told for the amusement of children or may have a more sophisticated narrative containing supernatural or obviously improbable events, scenes, and characters who often have a bizarre, satirical, or moralistic character. Myths and legends are part of a heritage of traditional folklore that includes stories based on exemplary characters that children are interested in and admire. Their functions are very varied: from the explanation of some natural phenomena to the justification of some customs and habits in society. Transgressive literature: This type of literature wants to refuse those that are of “conventional situations ". Obviously it‟s always in evolution, as is society. Some topics that once were considered “taboo” or not suitable for children, nowadays are appearing in these of books. One of the main aspects is that it‟s a literature of the denunciation of something that is not going well in a particular society: that‟s why we can easily find children that behave as adults. It allows children to feel important and to discover their talents, gifts, aptitudes and their abilities. Drama: is not only about the product but part of the process of language learning. It allows children to own the simple and mechanical language they use by involving their personalities. It gives those children who are shy when speaking a foreign language another character to „hide behind‟ (Philips, 1999:5). Rhymes and songs: “a rhyme is a repetition of identical or similar sounds in two or more different words and is most often used in poetry. The word "rhyme" may also refer to a short poem, such as a rhyming couplet or other brief rhyming poem such as nursery rhymes. A nursery rhyme is a traditional song or poem taught to young children, originally in the nursery school. Learning such verses assists in the development of vocabulary, and several examples deal with rudimentary counting skills. It also encourages children to enjoy music. In addition, specific actions, motions, or dances are often associated with particular songs” (Wikipedia).

In this project two different stories will be used: “Pippi Longstocking” by Astrid Lindgren, and a troll‟s legend “...”. Both of them are Scandinavian and they will help to better understand that culture. Through Pippi‟s first chapter, children can see the world from another perspective: they are the main actors of their life. The troll‟s legend is a story about fear. Speaking about trolls, children can think about their fears and realize that a house is a place where they can feel safe (Appendix 2- 3).

18. FINAL PRODUCT

As the end-product should be something the children put together, it will be connected with the children‟s abilities. Another important thing is that it‟s better to know from the beginning of the project how to store all the material which will be needed at the end. It is important to have enough space in each classroom in order to collect everything. At the end of the school year, there will be a show of all creations made by the children of the whole school. Each area/field of knowledge will have a special stand in the main room of the school where pupils expose their productions: Italian linguistic stand: wall paper with the story of “I tre porcellini” and the story divided into sequences; rhymes and songs about this story invented by the children. Scientific stand: materials used during the laboratory Artistic stand: the children‟s dream houses made with different materials. Mathematic stand: photographical exhibition of the measurements they carried out. Psychomotricity stand: a house made with building blocks. Social stand: pictures of the different kinds of buildings; the map of the village; scale model of the village. English stand: the Scandinavian houses; Cookies and goodies stand: pancakes and coconut balls made by the children.

19. MIND MAP

(Appendix 4)

20. STAGES’ RESUME

The English part of the project is divided into four units in which children will be introduced to different cultures. It is very important to understand the richness of each person through simple elements of the cultures we will consider. Unit 1: first and second stages that are an introduction to the English language. Unit 2: the third stage in which the structure of the house as the most important place for a child will be described; Unit 3: the fourth and fifth stages in which the main topic will be the house as a refuge; Unit 4: the sixth stage that will consider the home as a place connected with affects and feelings.

21. STAGES OF THE PROJECT

STAGE 1: Hello Olga!

Introduction In this stage the children will be introduced for the first time to the foreign language (English) and they will meet Olga, the main character of the story. The identity of each child is the main topic of this part.

Olga is a little cloud and she arrives in Italy from Australia. She introduces herself to the children. She wants to play and sing with them.

AIMS:

Educational aims: To get to know one another; To be able to work and play together. to be able to form an opinion (like/ don‟t like) To be able to sing, mime a song To use Total Physical Response; To be able to recognize their own specific physical characteristics (eyes and hair colours) To be able to put hair and eyes in the correct position of the body

Linguistic aims (L2) Introduce oneself (say hello, my name is.., what‟s your name?) To repeat the story; To be able to understand globally an easy story in English; To be able to follow (little by little) a story; To be able to understand when people are introduced and to greet them; To greet (say “Hello”, “ok”; understand “How are you?”); To be able to follow simple instructions; To be able to sing a song in English; To be able to remember and say some expressions from the story in context; To practise vocabulary in context; To be able to recognize parts of the body; T.P.R./Non verbally responding to verbal output; To be able to associate the words of the song to the specific parts of the body; To name the parts of the body (eyes, hair).

Activities 1. Greetings. Children listen to the first part of Olga‟s story in which she arrives in Italy and wants to get to know other people and cultures. Teacher tells and mimes Olga‟s story (Appendix 5). Children repeat it little by little after her. 2. Children make a cloud of thin pasteboard each. The teacher gives each child a thin pasteboard cloud; and then gives and shows them some instructions such as “take your cloud”, “glue the cotton on both sides”…With the teacher‟s help children hang their clouds from the ceiling (and can repeat key words in an amusing way –cloud, Olga…-). 3. Children make little cakes: some sweet balls made of ricotta, icing sugar and coconut flakes. These things are all white to remind children of Olga. 4. The teacher and children tell the story with flashcards: teacher asks children to remember some words and he/she helps them to retell the story. Game to practise the short dialogue from the story. The teacher divides the class into four groups: Olga, Jack, Willy; Alice. The groups who are Jack, Willy and Alice are in three different corners of the room. They are playing when Olga arrives. The group “Olga” walks around the class and meets the other groups. 5. We sing and mime the song doing exaggerated actions. Get the children to join in with the actions as you repeat the song “Head and shoulders” (Appendix 7). The teacher draws the shapes of each child on a big piece of paper saying the body parts. Every child has got his/her paper. Finally children paint his/her shape in the colour of their skin. 6. Children look at themselves in the mirror to see the colour of their hair and eyes. Then they take the shapes they made in the lesson previously. They colour their hair and eyes in the correct way.

ASSESSMENT: using the shape of their bodies, they will introduce themselves (“Hello, my name is…”) to the others naming the parts of the body learnt during this stage. Then they take leave at the end (“See you soon, bye- bye”) (Appendix 1).

STAGE 2: Olga and her new friends

Introduction This stage will take into consideration some simple elements of different cultures: Australian, Indian, and Brazilian. And so the differences are seen as richness because everyone will learn something from the others.

Olga tells the children about the friends she met in different countries during her trips.

AIMS

Educational aims To be able to mime and tell a short story together. To be able to listen to a song and stand up at the right moment; To get to know that people are different but at the same time they are similar. To remember the specific characteristics of each character To know the rules of the game: one group asks questions and the other answers To be able to associate the right objects with the right character To see the differences between the characters.

Linguistic aims(L2) Introduce oneself (Where are you from? I‟m from …) To be able to understand an easy story in English; To repeat and tell the story; To recognize the sentence “I‟m just like you” in the song; To be able to recognize “Ready, Steady, Go; /Stop” To be able to give instructions: Ready, steady, go! Stop! To practise vocabulary in context To be able to ask and answer in context; T.P.R./ responding non verbally to verbal output; To revise vocabulary in context; To remember the specific sentences used by each character.

Activities 1. The teacher tells and mimes the story little by little and then the children (with the teacher‟s help) repeat it. The teacher puts on the white T-shirt and becomes Olga. Olga tells another piece of her story about her voyage around the world. 2. Olga introduces Bindiya to children: a little girl from India dressed in a sari. She shows children that she has got a beautiful dress. It is multicoloured and made with a long piece of cloth. The teacher has got some clothes to dress children up like Bindiya. 3. Children listen to the song “Just like you” (Appendix 6) from a CD. They listen to the song twice. Game. Children listen to the song again. When they hear “I‟m just like you”, they stand up. 4. Olga introduces her friend Jumpy, a kangaroo from Australia. Game: the teacher gives 4 big jump-balls to 4 children. The others helped by Jumpy (the teacher), give the orders for the game: Ready! Steady! Go! Stop! Children with jump-balls jump and follow the orders of the others. After a bit they exchange roles. 5. Olga introduces Luiz a little Brazilian boy from Rio de Janeiro. Dance activity. There are two groups. Teacher plays a CD with a Brazilian music. Children dance. When the music stops, children have to stop and a group says: “Do you like dancing?". The other says: “I like dancing!”. Then the music starts again. 6. The teacher divides children into two groups. One group represents Olga; the other is Bindiya, a character that they met during this unit. The second group is in her/his specific corner where there are the materials about her. Olga‟s group goes around the class to meet the Bindiya group... (to introduce the assessment)

ASSESSMENT: The teacher divides children into four groups. Each group represents a character that the children have met during this unit. Each group is in his specific corner where there are the materials about him/her. Together they take a sort of a trip around the class. Olga‟s group goes around the class to meet the others.

STAGE 3: Olga in Paolo’s house

Introduction The house is an important element in the child‟s life and so it is a part of his/her identity. The pupils will talk about their own houses considering the structure, the rooms and the activities that they can do in each of them.

Olga was playing with her new friends, but after the game they came back home but she couldn‟t because she hadn‟t got one. She started to cry again because she was alone so a child invited her to his place. Olga discovered the child‟s house.

AIMS

Educational aims

To get used to specific actions in each room of the house; To understand the sequence of the actions.

Linguistic aims (L2) To get to know the names of the rooms of the house (kitchen, bedroom, bathroom, living room) To recognize and name the different parts of the house (walls, roof, ceiling, floor, stairs, door, window) The be able to use the verbs in each room: sleep, cook, eat, drink, wash I context; To revise vocabulary in following simple recipe; To be able to use simple verbs for the bedroom: take off, put on, sleep; To be able to use simple verbs for the kitchen: eat, drink. To be able to use simple verbs for the bathroom: wash, brush. To be able to use simple verbs for the living room: draw. To be familiar with the word “stone”

Activities 1. The children mime and listen to the story in which Olga is invited inside the house of her friend Paolo. He leads Olga around the house naming the rooms and associating to each of them an action to better identify it (for example: in the kitchen I cook). 2. A song about the rooms of the house: The song of the rooms (Appendix 8).The lyrics will be with the name of the rooms and an action that people do there. The song will be repeated at the beginning of each on the following activities. 3. Kitchen: to make a fruit salad. After that, the children will eat it and drink the juice. 4. Bedroom: to play a symbolic game in which the children pretend to go to sleep. The focus will be on these actions: put on their pyjamas, prepare the pillow and the blanket and sheets, go to bed, and sleep. 5. Bathroom: to sing a song “This is the way I brush my teeth” (Appendix 9). Each action described in the song will be mimed. 6. Living room: to make a drawing. Children will be asked to do something that generally they do in this room. 7. Children will build an Italian house made with “Lego”.

ASSESSMENT: the teacher has prepared a big piece paper with the map of a house. While singing the previous song, the children will associate the actions with the rooms. They will have a picture of the action and they will put it on the correct space in the paper.

STAGE 4: Olga flies to Scandinavia

Introduction In this stage of the project, the children will learn some things about the Scandinavian house and weather conditions.

Olga was so curious that she needed to travel more. She decided to visit the Scandinavian countries because a friend of her told her that those places are a lot different from the other countries she visited, and so she wanted to know why. The wind helped Olga to reach that place. There she felt cold and she started to cry (so she made the rain). She looked for a refuge and she found a little, coloured house made of wood. She went inside where it was warm and she felt better. After a bit, the sun started to shine so she could go outside again and meet friends to play with.

AIMS

Educational aims To recognize the house as a place and as a refuge.

Linguistic aims (L2) To revise the words learnt during the previous stage (the name of the rooms); To be able to recognize these verbs: to be cold/warm, rain, shine, blow; To be able to talk about the weather: it‟s windy, it‟s cold, it‟s warm; To be able to understand the instructions: go inside/outside the house; To use the adjective “big” and “small” in context; To learn the words “wood” and “stone”.

Activities 1. The children mime and listen to the story in which Olga flies to Norway. They will mime some actions such as: go inside/outside the house; to be cold/warm; to rain; to shine; to blow (“I‟m…”). 2. Game: each child has his/her own cloud made by paper. They say: “It‟s windy!” and they start to blow in order to put the clouds inside a circle. When the clouds are there, they say: “It‟s not windy!” 3. A song about the weather. Adaptation of the song/episode “The storm” from Hocus and Lotus (Appendix 10). 4. Children will build a house with the building blocks. Then they will play pretending to use it as a refuge. Symbolic game: the teacher with children mimes the rain using the fingers and the hands. Doing this, they say: “It’s raining; it’s raining; it’s raining; it’s raining; it’s raining” and then they run inside the house. When they are inside, they say “It’s sunny; it’s sunny; it’s sunny; it’s sunny; it’s sunny” and then they run outside the house. 5. The children will build a small Scandinavian wood house each, with sticks. Children with the teacher name the parts of the house while they are making it using: “big”, “small” and “wood”. Then they will compare the wood house with the stone one.

ASSESSMENT:

 In each corner of the room there is a poster representing: the sun; the rain; the wind; a child that is cold; a child that is warm. Every child rolls the dice. Each face of the dice has one of the pictures of the posters. They role the dice and then they say what is represented on it. And they reach the right corner.  The children will compare the Italian house (made during the previous stage) with the Scandinavian one focusing the attention to the material (wood and stone). Game: the teacher will put the wood house and the stone house in two different corners on the same side of the room. On the opposite side there are all the children. The teacher says: “I like… (A wood/stone house; a big/small house)”, and the children run towards the correct house.

STAGE 5: Solveig tells Olga the troll’s legend

Introduction This stage is about the house as a refuge. The legend of the troll is just an example of something that scares you when you are outside. On the contrary, the house is a place where you can feel protected.

Olga met her friend, the cloud Solveig. Olga is fascinated by the huge forests but Solveig told her that some strange and dangerous creatures live there: the trolls. Olga is scared but fortunately she has a friend and a house and she feel safe.

AIMS

Educational aims To be able to recognize positive and negative feelings To recognize the house as a refuge

Linguistic aims (L2) To be able to express some feelings (“I‟m afraid”, “I‟m happy”); Revise vocabulary about parts of the face (eyes and hair); To be able to recognize and use parts of the face (nose, mouth, ears).

Activities 1. The children mime and listen to the story in which the two clouds are in the living room relaxing and they are happy to stay together. Solveig tells Olga a story about trolls. These creatures are Scandinavian, legendary characters famous because they scare and kidnap children. At the end Olga is a bit afraid but she feels secure inside the house (Appendix 11). 2. Children will make troll masks with papers and dark colours naming the parts of the face. 3. Game: one child wears the mask and s/he is the troll. He says: “Boohoo”. The other children are on the other side in front of him/her and answer: “I‟m afraid”. The troll has to run and try to catch them. The children run towards the troll and have to reach the other side of the room. 4. They build a house with some pieces of material/cloths. They go inside and sing “If you are happy” (Appendix 12). This activity is to emphasize the good feelings you have inside the house.

ASSESSMENT: the teacher uses two flashcards: one with the troll and the other the house. When the teacher shows the troll, the children have to say: “I‟m afraid!” and hide under a piece of material/cloths. When the teacher shows the house, they say: “I‟m happy” and they jump.

At this age, children do not have enough vocabulary to talk about their fears in English. That‟s why it is suggested to develop this topic along with the Italian language. The teacher of Italian will conclude this stage with philosophy for children.

STAGE 6: Lena tells Olga Pippi’s story

Introduction Through Pippi‟s story the concept of home will be introduced. The word “home” will be used a lot and in the story and in the activities too to help the children to be able to connect the word with the meaning. Pippi is an independent girl that does everything by herself. She lives with two friends: a horse and a monkey. She‟s happy but she needs her father. The house for her is a place where she can do everything and where she feels free.

How to simplify the first chapter of “Pippi Longstocking” for very young learners

The original version is written for eight/ten-year-old-children and in order to use it with three-year- old-children, we have simplified it in this way: 1. to summarize it; 2. to use a simple order of events (for a child of this age is more easy to understand a story with a simple structure: description of the context and then the events) 3. to use simple words and short sentences; 4. to utilize repetitions; 5. to replace some sentences in the text with others from the song (this will help children to reinforce the vocabulary and will help them to better understand the plot of the story); 6. to add onomatopoeic words.

This story will be told with the help of pictures and gestures.

Olga wanted to travel more and Solveig suggested her to go and pay a visit to her friend the cloud Lena, who lives over the Pippi‟s house in Sweden. So Olga, who is so curious, decided to fly there visit her. Lena told her the funny story about this crazy girl. Olga was missing her family and she decided to go back home to Australia. Home is a place where you have your affects, you feel safe and more relaxed and Olga realized that.

AIMS

Educational aims To recognize the “home” as a place where to share feelings and emotions; To identify the home as a place where you share affects (friends and family).

Linguistic aims (L2) To revise the vocabulary about the house; To revise the vocabulary about cooking; To revise vocabulary about parts of the body; To be able to use the words “home” and “house” in context; To revise these expressions: “I am…”, “This is my friend”; To be able to use these expressions: “Let‟s go to make pancake”, “Mmm, good!”, “It‟s hot”; To use in a different context “it‟s cold”, “It‟s warm”.

Activities 1. The children mime and listen to the story in which Olga meets the cloud Lena who tells her Pippi‟s story. She is an awkward, independent girl who lives in a Swedish house with two friends: the horse, and the monkey Mr Nielson. She meets two children Tommy and Annika her neighbours who play with her and they become friends. 2. The children sing and mime the song “Pippi Longstocking” (Appendix 13). It will be the introduction to the character. 3. Storytelling with flashcards: the teacher tells the simplification of the first chapter of “Pippi Longstocking” (Appendix 14). The children repeat some simple sentences (that the teacher thinks they are fundamental for the follow dramatisation) like: “I am Pippi”; “This is my friend”; “Let‟s go and make a pancake”; “Mmm, good!”; “It‟s cold/hot/warm”. The children listen to the story and do some other comprehension activities, for example talk about the story by answering some of the teacher‟s questions; work on the sequences of the story; to tell the others the story. 4. Dramatisation of this story: the teacher tells the story and children pretend to be the characters in order to better understand their feelings and the plot. During the dramatisation they use the sentences learnt during the previous activity. 5. Children together with the teacher will prepare some pancakes using the vocabulary used in stage number 1 and stage number 3. This activity is to talk again about the house to let children become aware that even if the outside of the house is different (the Italian and the Scandinavian house), inside the rooms are the same with the same functions (for example, the kitchen to cook).

ASSESSMENT:

Heuristic conversation/talk: The heuristic talk analyzes the world that the student has constructed on themes that the school has carried out or carries out in a systematic way (Università degli Studi di Udine – author‟s translation-).

The heuristic conversation/talk assesses if the children are able to connect the activities they did during the whole project with the words “house” and “home”. The teacher has taken pictures during the whole project. For this activity s/he will use pictures with objects for the house and pictures with people for the home. There will be two baskets one with an image of an empty house, and the other with a house with people. The children will be sitting in a circle. The teacher will show some pictures of them doing the activities during the project. The children have to remember if they used the word “house” or “home” when doing those activities, and put the picture in the correct basket.

As Pippi misses her father, Olga misses her family too and so she wants to go back to Australia.

With the last unit the children have thought about home as a place where you need to live with your affects (friends). The character of the story lives alone but she misses her father and mother. The family is extremely important in children‟s life: their identities are shaped by the family who transmits values and habits. The family, however, is too vast a topic to develop in this project and so it could be the next step to talk about.

22. PERSONAL CONSIDERATIONS ABOUT MONITORING AND ASSESSING

“It is generally accepted that we teach young learners differently from the older ones. A whole range of entertaining, motivating, creative, and above all, physically engaging activities have been developed in recent years, to keep pace with the growth in demand for materials to teach this special group of learners” (Ioannou-Georgiou and Pavlou, 2003:2).

“However, among all the types of assessment, the most frequent and pervasive is that which focuses on the learners. Students are evaluated to determine how much they know (knowledge), how efficiently they perform (skills), what convictions they hold (values, attitudes), and how much potential they have for further learning (aptitudes). Assessments of student performance are often categorized as either formative or summative evaluations. Formative evaluation is the kind continuously conducted during the students‟ learning activities. It consists of a day-by-day teacher judgement of how well pupils are mastering each step of the learning process. The resulting information is typically used to guide teachers‟ decisions as they help students overcome learning difficulties and as they determine when students are ready for new learning tasks. [...] Summative evaluation, on the other hand, refers to assessment conducted at the end of a lengthy period of study, such as at the end of a semester, of a year, or of a major segment of the schooling hierarchy” (Cummings, 2003:193-194).

Nevertheless, “predictive evaluation” has its importance. It helps the teacher to have a vision of the class, of the pupils and the level of their knowledge before starting with the syllabus. This is the starting point in order to not repeat things that are already achieved by students and could help the teachers to better organize the work. It is a way to avoid boredom among pupils by not repeating information and a possibility for teachers to make use of new, creative and interesting activities with children.

The use of the teacher’s grid For each stage one grid for the linguist aims will be used and the teacher has to fill in the grid with every aim named in the project. For the educational aims, it‟s more difficult to use a grid: for some of them we can use the follow one, but for others that are more wide, the teacher should use the “diary” where s/he can better describe the child‟s behaviour. There is a grid for each child. At the bottom of the grid there is a space for comments and notes. Here the teacher can underline some particular elements (difficulties and special performances) that better clarify the abilities of the child. For example: the child is able to cooperate only with one specific child but not with others; the child is able use “It‟s raining” in different context…

NAME……………………………………………….. DATE………………..

LINGUISTIC NEVER SOMETIMES ALWAYS AIMS

Comments and notes……………………………...... ………………………………………………………………………………….

NAME………….………………………………….. DATE………………..

EDUCATIONAL NEVER SOMETIMES ALWAYS AIMS

Comments and notes……………………………………………...... ………………………………………………………………………………….

23. CONCLUSION

We think that the English part of this project should be the continuation of the previous year‟s work: the unit “The cloud Olga”. It is extremely important to show that every work, project, unit are connected one to another. Last year we chose to think about the first approach to a foreign language for three-year-old children because, as Professor Franco Fabbro (2004) said in his book “Neuropedagogia delle lingue”, very young learners are more flexible to learn a foreign language than older children. During our university career, we have realized that there aren‟t so many materials for very young learners and we have the impression that preparing activities for older children is easier while our choice is a sort of a challenge. Being aware of this, we wanted to find a sequel to the unit. That‟s why we organized the project in which the unit “The cloud Olga” would have been the first step. Last year we thought about the importance of each child‟s identity, and the differences about the others as richness. This year we have considered the house/home as a place a starting point to build identity. It‟s also a reference point and a place where you feel secure as you share you affects there. As in the unit we have considered some aspects of different cultures, here in the project, we have thought about some elements of the house in two peninsulas: Italy and Scandinavia. The house has physical and aesthetic aspects that are peculiar in different countries, but the function and the role of it are the same everywhere. In this way we want to let children become aware that everyone is different from the others, but we have also some points in common.

The team work and also the cooperation with other people that are not the children‟s teacher it is extremely important. In this project this kind of collaboration will not occur during the English lesson and the reason is in the methodological approach with this “subject”. As it is said in the foreward, children that are attending the nursery school need a “magic world” in which only the English language is allowed. On the one hand, they do not have the communicative ability and skill to follow an expert who uses too a specific vocabulary in a language that is not their mother tongue. On the other hand, the use of the Italian language during the English lessons will create a bit of confusion in children‟s mind and “the magic world” will lose its power because then, children will understand that, Olga and her friend can understand the Italian language and so they can‟t see the reason to use a different language.

24. PERSONAL MOTIVATION

Last year we challenged ourselves in a team work and we realized that it was really fruitful/ rewarding. Working together has enriched us and the work too: it has a better-quality than if it was made from one alone. This year we have more elements to support this idea because together we have gone on an “Erasmus” experience in Scandinavia (Sweden and Norway). We have lived the concepts developed in this project being in a foreign country together: that‟s why we chose Scandinavia as a country to compare with Italy. We lived this period abroad together and we helped each other. We have come to realize that being together has enriched the experience in itself, but it has also made our friendship grow. We experience twice the feeling of being a foreign: first when we were in the Scandinavian countries, and then when we came back because we needed to readapt to a world that has gone on without us for few months. Before going abroad, we only knew theoretically that it‟s better to learn a foreign language in context. Being there, we also experienced it and we are now aware that it‟s the most automatic way to communicate using English. When we were there we had no choice of language to use, and we realized that only in this way our English abilities came out. That‟s why now we are more convinced that during the English lessons the teacher should use only this language and create the context. We think that it‟s extremely important for a teacher to experience this. In our classes we have more and more foreign students and we can better understand what they are experiencing and then we can better help them to integrate themselves in the new situation.

APPENDIX 1 HELLO, HELLO

Hello! Hello! Hello!

How are you?

I„m fine thanks

(Repeat the song twice)

SEE YOU SOON

See you soon, See you soon

In the next adventure!

See you soon, See you soon

In the next adventure!

See you soon, see you soon, bye bye!

Olga, children here we are

Olga, children here we are!

APPENDIX 2: Astrid Lindgren

Astrid Anna Emilia Lindgren (November 14, 1907 – January 28, 2002) was a Swedish children's book author and screenwriter, whose many titles were translated into 85 languages and published in more than 100 countries. She has sold roughly 145 million copies worldwide. Today, she is most remembered for writing the Pippi Longstocking books, as well as Karlsson-on-the-Roof book series (Wikipedia, accessed 20 February 2008).

Pippi Longstocking (Swedish Pippi Långstrump) is a fictional character in a series of children's books created by Swedish author Astrid Lindgren. She is very unconventional, assertive, rich and extraordinarily strong, being able to lift her horse one-handed without difficulty. She frequently mocks and dupes the adults she encounters, an attitude likely to appeal to young readers; however, Pippi usually reserves her worst behaviour for the most pompous and condescending of adults. The first four Pippi books were published in 1945-1948, with an additional series of six books published 1969-1975. Two final stories were printed in 1979 and 2000. The books have been translated into a large number of languages. With the publication of the first Pippi book, Lindgren rejected established conventions for children's books. Although well received by contemporary critics, the book was controversial among some social conservatives who desired children's books that, by their standards, would set a good example for children (Wikipedia, accessed 20 February 2008).

APPENDIX 3

History of the Nyform trolls

Far to the North where the winter storms whip the weather-beaten coasts, you will find a long and narrow country. Here you see dark forests with moonlit lakes, deep fjords surrounded by mighty snowcapped mountains, and long rivers and cold streams cascading down the mountain sides. Nowadays this country is covered by snow and ice only six months a year. A long, long time ago, however, there existed a massive glacier that brooded over the entire country for thousands of years.

As the climate gradually warmed and the glacier slowly retreated to the North, Man to the South of the glacier followed in its wake. Looking at this country and finding it to be magnificent, they considered themselves to be its first inhabitants. People settled there and named it Norway. They were themselves called 'nordmenn' (Men of the North).

It did not take them long, however, to realize that on this land there were various other creatures hiding out in the forests and mountain sides. People did not know what these creatures were, but they were generally believed to have supernatural powers, and they came to be known as trolls.

The trolls would come out of their hiding-places only after sun-set, and they would disappear before the morning sun arose in the East. Direct exposure to the sun could cause them to crack, turn into stone and possibly burst. On occasion the trolls would evidently forget to hide from the sun, and rock formations can today be found in various places with troll-like features. The trolls were mostly seen on bright moonlit nights, or during stormy nights that could frighten about anyone who happened to be outdoors at that time.

The trolls had very distinct features. They had long crooked noses, only four fingers and toes on each limb, and most of them had long bushy tails. Some trolls were giants, and others were small. There were stories of two- headed as well as three-headed trolls, and even a few had only one eye in the middle of their wrinkled foreheads. Others had trees and rough moss-like growth all over their heads and noses.

Although they were shaggy and rough-haired, and most looked frightening, they were also known to be good-natured and naive. So naive in fact that even sly peasant boys could, on occasion, easily trick them. Stories about such encounters are common in the fairy tales.

Most trolls lived to be hundreds of years old. However, because of the trolls extremely shy nature, their true origin, their lifestyle or what surprises they might pull has always been a mystery.

The ability to transform themselves counted among the trolls many supernatural skills. The fairy maidens - called "Hulder" - could transform into incredibly attractive young ladies. However, they could not get rid of their tails. Hunters and farmers sons, who were lured to the mountains by these fairies, would usually check for tails on their new-found beauties.

The wrath of the trolls was boundless. It was therefore considered very important not to make them your enemy. If a farmer did provoke a troll, his livestock might be subject to disease or harmful sickness, or worse things could happen. On the other hand, a good relationship with the trolls could be very rewarding.

Now, even in modern times it is well advised to keep a good standing with the trolls, since you never know when you will meet one yourself. The next time you go to the dark forests and the mighty mountains with their deep lakes and roaring waterfalls, just remember, they probably mean no harm. But be aware. In the twilight hours you are no longer alone. Then it is only you . . . and all the trolls.

Appendix 4: Map

APPENDIX 5 The cloud Olga’s trip

“The Cloud Olga” comes from Australia. She travels a lot around the world to see new places and meet new friends. She‟s eager to learn about new cultures. One day she needs a place where she can have a rest after her trips.

It is funny to travel all around but when she at home she feels more secure, more relaxed and she can take a rest.

First part of the story

Olga is a little cloud.

She lives in the blue sky and she has got a lot of friends: the sun, the wind, and other clouds. She is white, soft and sweet like icing sugar. She flies in the blue sky all day singing and dancing.

Hello! Hello! Hello!

How are you?

I„m fine thanks

(Twice)

She is teasing too. She is like a child and when she plays with birds, she flies near them, and she says “BOOH!” and so the poor birds go away, frightened.

Olga is also very curious. In fact, she often flies between the houses and she watches through the windows to see what people do (walk around the room spying on children).

She loves children and she is interested in what they do.

She asks them: “My name is Olga. My name is Olga. What‟s your name? What‟s your name? What do you do? What do you do?” And they say to her: “I am Jack. I play with my friends”.

“I am Willy. I play with my friends”

“I am Alice. I play with my friends”

She loves staying with children because they play and sing with her.

Hello! Hello! Hello!

How are you?

I„m fine thanks

(Twice)

When she is alone, and when nobody plays with her, she is very sad. And she cries rain

When children hear Olga crying, they run after her and watch the sky to see where she is.

They say: “Don‟t cry Olga come on and play with us”.

They take their kites and play with Olga. So, Olga and her friends are happy together.

Second part of the story

Olga was so curious that she needed to travel more. She decided to visit the

Scandinavian countries because a friend of hers told her that those places are a lot different from the other countries she visited, and so she wanted to know why. The wind helped Olga to reach that place. There she felt cold and she started to cry (so she made the rain). She looked for a refuge and she found a little, coloured house made of wood. She went inside it where it was warm and she felt better. After a bit, the sun started to shine so she could go outside again and meet friends to play with.

Olga met her friend, the cloud Solveig. Olga is fascinated by the huge forests but

Solveig told her that some strange and dangerous creatures live there: the trolls.

Olga is scared but fortunately she has a friend and a house and she feels safe.

Olga was missing her family and she decided to go back home to Australia. Home is a place where you have your affects, you feel safe and more relaxed and Olga realized that.

APPENDIX 6

JUST LIKE YOU

My name is Madhavi I speak Konkani I‟m from Allepey But I‟m just like you I speak Malayalam But I‟m just like you. My name is Ranimai I‟m from Chennai My name is Natwar I speak Tamil I‟m from Srinagar But I‟m just like you I speak Kashmiri But I‟m just like you

My name is Shubrata I‟m from Kolkatta My name is Jaswinder I speak Bengali I‟m from Chandigarh But I‟m just like you I speak Punjabi But I‟m just like you My name is Vasundhara I‟m from Vadodara My name is Madhuri I speak Gujarati I‟m from Ratnagiri But I‟m just like you I speak Marathi But I‟m just like you My name is Shamsher I‟m from Ajmer My name is Jamshedji I speak Urdu I‟m from Pachgani But I‟m just like you I speak Parsi But I‟m just like you My name is Arundhati I‟m from Guwahati My name is Bindiya I speak Assamese I‟m from India But I‟m just like you I speak Hindi My name is Benjamin But I‟m just like you I‟m from Panjim

APPENDIX 7

HEAD, SHOULDERS, KNEES AND TOES

Head, shoulders, knees and toes – knees and toes

(Touch your head, then your shoulders, then your knees and finally your toes)

Head, shoulders, knees and toes – knees and toes

(Touch your head, then your shoulders, then your knees and finally your toes)

Eyes and ears and mouth and nose

(Touch your eyes, then your ears, then your mouth and finally your nose)

Head, shoulder, knees and toes – knees and toes nose

(Touch your eyes, then your ears, then your mouth and finally your nose)

APPENDIX 8

The song of the rooms

In the kitchen I cook, In the kitchen I cook, In the kitchen, in the kitchen, In the kitchen I cook.

In the bedroom I sleep, In the bedroom I sleep, In the bedroom, in the bedroom, In the bedroom I sleep.

In the bathroom I brush, In the bathroom I brush, In the bathroom, in the bathroom, I brush my teeth .

In the living room, In the living room, I draw, I draw, In the living room.

APPENDIX 9

This Is the Way I Wash My Face This is the way I wash my face, wash my face, wash my face. This is the way I wash my face, so early in the morning.

This is the way I brush my teeth, brush my teeth, brush my teeth. This is the way I brush my teeth, so early in the morning.

This is the way to brush my hair, brush my hair, brush my hair. This is the way to brush my hair, so early in the morning.

This is the way I put on my clothes, put on my clothes, put on my clothes. This is the way I put on my clothes, so early in the morning.

This is the way to tie my shoe, tie my shoe, tie my shoe. This is the way to tie my shoe, so early in the morning.

APPENDIX 10

THE STORM

Olga and Solveig lived in the sky They were so happy and free high up in the sky.

One day the wind started to blow. Whoowhoo the wind is blowing hard. Whoowhoo the wind is blowing very hard.

Then it started to rain softly. Drip drop, drip drop drip, it‟s raining drip drop drip. Drip drop, drip drop drip, it‟s raining drip drop drip.

Then it started to pour. Drip drop, drip drop drip, it‟s pouring drip drop drip. Drip drop, drip drop drip, it‟s pouring drip drop drip.

Olga and Solveig are soaking wet. Their hair is wet, their jumper is wet. Blouse, trousers, dress are wet. Nose, ears, legs are wet. They are cold. Brr, cold. Brr, it‟s cold. Yes cold, so cold. The nest is too cold.

I want a house. Yes, me too. Ok, let‟s make a house. Ok, let‟s make a house.

Let‟s start! Right now! Let‟s start! Right now! Let‟s start!

Olga and Solveig started to build a house.

They took large stones, wood, planks, The hammer and nails.

In a short time the walls were Done and also the roof was ready. Now they had a nice, warm house!

The house is finished, a lovely house. It is not cold. It is not wet. And we are happy again. And we are happy again in our nice house!

APPENDIX 11a THE THREE BILLIE GOATS GRUFF

In the country sides of Norway there was a troll that lived under a bridge that led to a prairie filled with grasses and flowers. This troll was a mean and nasty troll.

On the other side of the bridge there lived three billie goats. They were all brothers who always wanted the good, sweet grass that was on the other side of the bridge. When the grasses and weeds were all gone on the billy goats side of the bridge, the two older billie goats sent the youngest one to go and see if the grass was better on the other side.

So the youngest billie goat started toward the bridge. When he got on the bridge he heard a strange voice. It said "Who is that going over my bridge?" Just then the troll popped up and jumped on the bridge. The little billy goat was afraid because he was the youngest billie goat and he was not very strong.

The little one answered "It is me the youngest billie goat." The troll wanted to eat him but the little one convinced him that he was too small and weak to eat. He told the troll that his older brother was coming and that he was much bigger and better to eat.

A little while later the middle billie goat came over the bridge and the troll jumped and said, "Who is that walking over my bridge?"

The middle billie goat answered "It is just me the middle billie goat.You would not want to eat me because I am not very big or fat. You should wait for my brother the big billie goat. He is much bigger than I."

So the troll let the billie goat go. He waited for the big billie goat to come and be his dinner.

A few minutes later the biggest of the billie goats walked over the bridge. The troll popped out and did not ask a question because he was expecting this billie goat. For awhile they just stared at each other and then the troll said, "I am going to gobble you up," and with that he ran towards the billie goat. The billie goat used his long horns to throw the troll into the river. Then the billie goat crossed the bridge to join his brothers.

After that the three billie goats had a wonderful time in the meadows. They enjoyed eating the sweet grasses. The three billie goats never went hungry again.

APPENDIX 11b

THE THREE BILLIE GOATS GRUFF

In the country sides of Norway there was a troll Once upon a time there was a Troll. that lived under a bridge that led to a prairie He lived under a bridge. He ate grass. He was filled with grasses and flowers. This troll was a bad (grrr). mean and nasty troll. On the other side of the bridge there lived three There were three goats (beee, beee). They were Billie goats. They were all brothers who always three brothers goats: the small goat, the middle wanted the good, sweet grass that was on the goat, the big goat. They ate grass. But they other side of the bridge. When the grasses and haven‟t grass. The small goat went to the troll. weeds were all gone on the Billie goats side of He wanted the grass. the bridge, the two older Billie goats sent the youngest one to go and see if the grass was better on the other side. So the youngest Billie goat started toward the “Who‟s there?”, said the troll. The small goat bridge. When he got on the bridge he heard a was afraid. strange voice. It said "Who is that going over my bridge?" Just then the troll popped up and jumped on the bridge. The little Billie goat was afraid because he was the youngest Billie goat and he was not very strong. The little one answered "It is me the youngest “I am the small goat bee, bee”, said the small billie goat." The troll wanted to eat him but the goat. little one convinced him that he was too small “What do you want?”, said the troll. and weak to eat. He told the troll that his older “I want grass, I‟m hungry”. brother was coming and that he was much “Bhoo! I eat you”, said the troll. bigger and better to eat. “No, I‟m afraid! My brothers come! They are bigger than me”.

A little while later the middle billie goat came The middle goat went to the troll. He wanted the over the bridge and the troll jumped and said, grass. "Who is that walking over my bridge?" “Who‟s there?”, said the troll. The middle goat was afraid.

The middle billie goat answered "It is just me “I am the middle goat bee, bee”, said the middle the middle billie goat.You would not want to eat goat. me because I am not very big or fat. You should “What do you want?”, said the troll. wait for my brother the big billie goat. He is “I want grass, I‟m hungry”. much bigger than I." “Bhoo!! I eat you”, said the troll. “No, I‟m afraid!! My brother comes! He‟s big”.

So the troll let the billie goat go. He waited for the big billie goat to come and be his dinner. A few minutes later the biggest of the billie The big goat went to the troll. He wanted the goats walked over the bridge. The troll popped grass. out and did not ask a question because he was The troll popped out and: “Bhoo!! I eat you!”. expecting this billie goat. For awhile they just “No, you don‟t!”. stared at each other and then the troll said, "I am The big goat used his horns to throw the troll going to gobble you up," and with that he ran into the water. towards the billie goat. The billie goat used his long horns to throw the troll into the river. Then the billie goat crossed the bridge to join his brothers. After that the three billie goats had a wonderful The big troll reached the brothers. time in the meadows. They enjoyed eating the They lived happily ever after with a lot of grass. sweet grasses. The three billie goats never went hungry again.

APPENDIX 11c

ADAPTATION: THE THREE BILLIE GOATS GRUFF

Once upon a time there was a Troll.

He lived under a bridge. He ate grass. He was bad (grrr).

There were three goats (beee, beee). They were three brothers goats: the small goat, the middle goat, the big goat. They ate grass. But they haven‟t grass. The small goat went to the troll. He wanted the grass.

“Who‟s there?”, said the troll. The small goat was afraid.

“I am the small goat bee, bee”, said the small goat.

“What do you want?”, said the troll.

“I want grass, I‟m hungry”.

“Bhoo! I eat you”, said the troll.

“No, I‟m afraid! My brothers come! They are bigger than me”.

The middle goat went to the troll. He wanted the grass.

“Who‟s there?”, said the troll. The middle goat was afraid.

“I am the middle goat bee, bee”, said the middle goat.

“What do you want?”, said the troll.

“I want grass, I‟m hungry”.

“Bhoo!! I eat you”, said the troll.

“No, I‟m afraid!! My brother comes! He‟s big”.

The big goat went to the troll. He wanted the grass.

The troll popped out and: “Bhoo!! I eat you!”.

“No, you don‟t!”.

The big goat used his horns to throw the troll into the water.

The big troll reached the brothers.

They lived happily ever after with a lot of grass. APPENDIX 12 If you are happy and you know it

If you are happy and you know it, clap your hands, (clap, clap) If you are happy and you know it, clap your hands, (clap, clap) If you are happy and you know it, then your face will surely show it (big smile) If you are happy and you know it, clap your hands, (clap, clap).

If you are happy and you know it, stamp your feet (stamp, stamp) If you are happy and you know it, stamp your feet (stamp, stamp) If you are happy and you know it, then your face will surely show it (stamp, stamp) If you are happy and you know it, stamp your feet (stamp, stamp)

If you are happy and you know it, jump up and down (jump, jump) If you are happy and you know it, jump up and down (jump, jump) If you are happy and you know it, then your face will surely show it (jump, jump) If you are happy and you know it, jump up and down (jump, jump)

If you're happy and you know it, shout "Hurray!" (hoo-ray!) If you're happy and you know it, shout "Hurray!" (hoo-ray!) If you're happy and you know it, then your face will surely show it If you're happy and you know it, shout "Hurray!" (hoo-ray!)

If you're happy and you know it, do them all (clap-clap, stamp-stamp, jump-jump, hoo-ray!) If you're happy and you know it, do them all (clap-clap, stamp-stamp, jump-jump hoo-ray!) If you're happy and you know it, then your face will surely show it If you're happy and you know it, do them all (clap-clap, stamp-stamp, jump-jump, hoo-ray!)

APPENDIX 13

PIPPI LONGSTOCKING

Freckles on her nose,

Diddle diddle dee, a girl came riding

Into town one day And you will ne-

Diddle diddle she was quite a sight. Ver ever ever find

Another girl so strong

It's Pippi Longstocking; And always generous and kind.

Heigh ho ho wa hee ha ha!

It's Pippi Longstocking;

There's no one like her. Pippi's world is fun,

Diddle diddle dee;

Happy as can be, she makes kids happy.

Diddle diddle, Pippi tells you stories. Her make believe may stun--

You just wait and see, Diddle did(dle) -- the grownups here in

Tra la la la la, she's quite a girl. town.

She's got a house, Pippi's quite unique,

An old and funny house, Diddle diddle, with her smile disarming;

A monkey and a horse, She is such an imp,

A suitcase full of golden coins.... Tra la la la la, you'll love her too!

APPENDIX 14a

1. Pippi Moves into Villa Villekulla

Way out at the end of a tiny little town was an old overgrown garden, and in the garden was an old house, and in the house lived Pippi Longstocking. She was nine years old, and she lived there all alone. She had no mother and no father, and that was of course very nice because there was no one to tell her to go to bed just when she was having the most fun, and no one who could make her take cod liver oil when she much preferred caramel candy.

Once upon a time Pippi had had a father of whom she was extremely fond. Naturally she had had a mother too, but that was so long ago that Pippi didn't remember her at all. Her mother had died when Pippi was just a tiny baby and lay in a cradle and howled so that nobody could go anywhere near her. Pippi was sure that her mother was now up in Heaven, watching her little girl through a peephole in the sky, and Pippi often waved up at her and called, "Don't you worry about me. I'll always come out on top."

Pippi had not forgotten her father. He was a sea captain who sailed on the great ocean, and Pippi had sailed with him in his ship until one day her father was blown overboard in a storm and disappeared. But Pippi was absolutely certain that he would come back. She would never believe that he had drowned; she was sure he had floated until he landed on an island inhabited by cannibals. And she thought he had become the king of all the cannibals and went around with a golden crown on his head all day long.

"My papa is a cannibal king; it certainly isn't every child who has such a stylish papa," Pippi used to say with satisfaction. "And as soon as my papa has built himself a boat he will come and get me, and I'll be a cannibal princess. Heigh-ho, won't that be exciting!"

Her father had bought the old house in the garden many years ago. He thought he would live there with Pippi when he grew old and couldn't sail the seas any longer. And then this annoying thing had to happen, that he was blown into the ocean, and while Pippi was waiting for him to come back she went straight home to Villa Villekulla. That was the name of the house. It stood there ready and waiting for her. One lovely summer evening she had said good-by to all the sailors on her father's boat. They were all fond of Pippi, and she of them.

"So long, boys." she said and kissed each one on the forehead. "Don't you worry about me. I'll always come out on top."

Two things she took with her from the ship: a little monkey whose name was Mr. Nilsson--he was a present from her father--and a big suitcase full of gold pieces. The sailors stood upon the deck and watched as long as they could see her. She walked straight ahead without looking back at all, with Mr. Nilsson on her shoulder and her suitcase in her hand.

"A remarkable child," said one of the sailors as Pippi disappeared in the distance. He was right. Pippi was indeed a remarkable child. The most remarkable thing about her was that she was so strong. She was so very strong that in the whole wide world there was not a single police officer as strong as she. Why, she could lift a whole horse if she wanted to! And she wanted to. She had a horse of her own that she had bought with one of her many gold pieces the day she came home to Villa Villekulla. She had always longed for a horse, and now here he was, living on the porch. When Pippi wanted to drink her afternoon coffee there, she simply lifted him down into the garden.

Beside Villa Villekulla was another garden and another house. In that house lived a father and mother and two charming children, a boy and a girl. The boy's name was Tommy and the girl's Annika. They were good, well brought up, and obedient children. Tommy would never think of biting his nails, and he always did exactly what his mother told him to do. Annika never fussed when she didn't get her own way, and she always looked pretty in her little well-ironed cotton dresses; she took the greatest care not to get than dirty. Tommy and Annika played nicely with each other in their garden, but they had often wished for a playmate. While Pippi was still sailing on the ocean with her father, they often used to hang over the fence and say to each other, "Isn't it silly that nobody ever moves into that house. Somebody ought to live there somebody with children."

On that lovely summer evening when Pippi for the first time stepped over the threshold of Villa Villekulla, Tommy and Annika were not at home. They had gone to visit their grandmother for a week; and so they had no idea that anybody had moved into the house next door. On the first day after they came home again they stood by the gate, looking out onto the street, and even then they didn't know that there actually was a playmate so near. Just as they were standing there considering what they should do and wondering whether anything exciting was likely to happen or whether it was going to be one of those dull days when they couldn't think of anything to play--just then the gate of Villa Villekulla opened and a little girl stepped out. She was the most remarkable girl Tommy and Annika had ever seen. She was Miss Pippi Longstocking out for her morning promenade. This is the way she looked:

Her hair, the color of a carrot, was braided in two tight braids that stuck straight out. Her nose was the shape of a very small potato and was dotted all over with freckles. It must be admitted that the mouth under this nose was a very wide one, with strong white teeth. Her dress was rather unusual. Pippi herself had made it. She had meant it to be blue, but there wasn't quite enough blue cloth, so Pippi had sewed little red pieces on it here and there. On her long thin legs she wore a pair of long stockings, one brown and the other black, and she had on a pair of black shoes that were exactly twice as long as her feet. These shoes her father had bought for her in South America so that Pippi would have something to grow into, and she never wanted to wear any others.

But the thing that made Tommy and Annika open their eyes widest of all were the monkey sitting on the strange girl's shoulder. It was a little monkey, dressed in blue pants, yellow jacket, and a white straw hat. Pippi walked along the street with one foot on the sidewalk and the other in the gutter. Tommy and Annika watched as long as they could see her. In a little while she came back, and now she was walking backward. That was because she didn't want to turn around to get home. When she reached Tommy's and Annika's gate she stopped.

The children looked at each other in silence. At last Tommy spoke. "Why did you walk backward?"

"Why did I walk backwards?" said Pippi. "Isn't this a free country? Can't a person walk any way she wants to? For that matter, let me tell you that in Egypt everybody walks that way, and nobody thinks it's the least bit strange."

"How do you know?" asked Tommy. "You've never been in Egypt, have you?"

"I've never been in Egypt? Indeed I have. That's one thing you can be sure of. I have been all over the world and seen many things stranger than people walking backward. I wonder what you would have said if I had come along walking on my hands the way they do in Farthest India."

"Now you must be lying," said Tommy.

Pippi thought a moment. "You're right," she said sadly, "I am lying."

"It's wicked to lie," said Annika, who had at last gathered up enough courage to speak.

"Yes, it's very wicked to lie," said Pippi even more sadly. "But I forget it now and then. And how can you expect a little child whose mother is an angel and whose father is king of a cannibal island and who herself has sailed on the ocean all her life -- how can you expect her to tell the truth always? And for that matter," she continued, her whole freckled face lighting up, "let me tell you that in the Congo there is not a single person who tells the truth. They lie all day long. Begin at seven in the morning and keep on until sundown. So if I should happen to lie now and then, you must try to excuse me and to remember that it is only because I stayed in the Congo a little too long. We can be friends anyway, can't we?"

"Oh, sure," said Tommy and realized suddenly that this was not going to be one of those dull days.

"By the way, why couldn't you come and have breakfast with me?" asked Pippi.

"Why not?" said Tommy. "Come on, let's go."

"Oh, yes, let's," said Annika.

"But first 1 must introduce you to Mr. Nilsson," said Pippi, and the little monkey took off his cap and bowed politely.

Then they all went in through Villa Villekulla's tumbledown garden gate, along the gravel path, bordered with old moss-covered trees--really good climbing trees they seemed to be--up to the house, and onto the porch. There stood the horse, munching oats out of a soup bowl.

"Why do you have a horse on the porch?" asked Tommy. All horses he knew lived in stables.

"Well," said Pippi thoughtfully, "he'd be in the way in the kitchen, and he doesn't like the parlor.

Tommy and Annika patted the horse and then went on into the house. It had a kitchen, a parlor, and a bedroom. But it certainly looked as if Pippi had forgotten to do her Friday cleaning that week. Tommy and Annika looked around cautiously just in case the king of the Cannibal Isles might be sitting in a corner somewhere. They had never seen a cannibal king in all their lives. But there was no father to be seen, nor any mother either.

Annika said anxiously, "Do you live here all alone?"

"Of course not!" said Pippi. "Mr. Nilsson and the horse live here too."

"Yes, but I mean don't you have any mother or father here?"

"No, not the least little tiny bit of a one," said Pippi happily.

"But who tells you when to go to bed at night and things like that?" asked Annika.

"I tell myself," said Pippi. First I tell myself in a nice friendly way; and then, if I don't mind, I tell myself again more sharply; and if I still don't mind, then I'm in for a spanking--see?"

Tommy and Annika didn't see at all, but they thought maybe it was a good way. Meanwhile they had come out into the kitchen, and Pippi cried,

Now we're going to make a pancake, Now there's going to be a pancake. Now we're going to fry a pancake.

Then she took three eggs and threw them up in the air. One fell down on her head and broke so that the yolk ran into her eyes, but the others she caught skillfully in a bowl, where they smashed to pieces.

"I always did hear that egg yolk was good far the hair," said Pippi, wiping her eyes. "You wait and see--mine will soon begin to grow so fast it will crackle. As a matter of fact, in Brazil all the people go about with eggs in their hair. And there are no bald- headed people. Only once was there a man who was so foolish that he ate his eggs instead of rubbing them on his hair. He became completely bald, and when he showed himself on the street there was such a riot that the police were called out."

While she was speaking Pippi had neatly picked the eggshells out of the bowl with her fingers. Now she took a bath brush that hung on the wall and began to beat the pancake batter so hard that it splashed all over the walls. At last she poured what was left onto a griddle that stood on the stove.

When the pancake was brown on one side she tossed it halfway up to the ceiling, so that it turned right around in the air, and then she caught it on the griddle again. And when it was ready she threw it straight across the kitchen right onto a plate that stood on the table.

"Eat!" she cried. "Eat before it gets cold!" And Tommy and Annika ate and thought it a very good pancake.

Afterward Pippi invited them to step into the parlor. There was only one piece of furniture in there. It was a huge chest with many tiny drawers. Pippi opened the drawers and showed Tommy and Annika all the treasures she kept there. There were wonderful birds' eggs, strange shells and stones, pretty little boxes, lovely silver mirrors, pearl necklaces, and many other things that Pippi and her father had bought on their journeys around the world. Pippi gave each of her new playmates a little gift to remember her by. Tommy got a dagger with a shimmering mother-of-pearl handle and Annika, a little box with a cover decorated with pink shells. In the box there was a ring with a green stone.

'Suppose you go home now," said Pippi, "so that you can come back tomorrow. Because if you don't go home you can't come back, and that would be a shame."

Tommy and Annika agreed that it would indeed. So they went home--past the horse, who had now eaten up all the oats, and out through the gate of Villa Villekulla. Mr. Nilsson waved his hat at them as they left.

APPENDIX 14b

Pippi Longstocking

Pippi Moves into Villa Villekulla

ORIGINAL TEXT ADAPTATION

Once upon a time Pippi had had a father of Once upon a time, there was a little girl: Pippi. whom she was extremely fond. Naturally she had Pippi CAME RIDING INTO TOWN ONE DAY had a mother too, but that was so long ago that Pippi didn't remember her at all. Her mother had SHE'S GOT A HOUSE, AN OLD AND died when Pippi was just a tiny baby and lay in a FUNNY HOUSE, A MONKEY Mr. Nilsson (hu, cradle and howled so that nobody could go hu, hu, hu) AND A HORSE (hii, hiii), A anywhere near her. Pippi was sure that her SUITCASE FULL OF GOLDEN COINS.... mother was now up in Heaven, watching her little girl through a peephole in the sky, and Pippi often waved up at her and called, Her mother died and her father was a captain of a "Don't you worry about me. I'll always come boat on the ocean (row, row) and he will come out on top." back. Pippi had not forgotten her father. He was a sea captain who sailed on the great ocean, and Pippi had sailed with him in his ship until one day her father was blown overboard in a storm and disappeared. She would never believe that he had drowned; she was sure he had floated until he landed on an island inhabited by cannibals. And she thought he had become the king of all the cannibals and went around with a golden crown on his head all day long. "My papa is a cannibal king; it certainly isn't "My papa is a king. And he is the best!” “He will every child who has such a stylish papa," Pippi come back!”. used to say with satisfaction. "And as soon as my papa has built himself a boat he will come and get me, and I'll be a cannibal princess. Heigh-ho, won't that be exciting!" Her father had bought the old house in the “My father built this house to live with me…and garden many years ago. He thought he would so he will come back. live there with Pippi when he grew old and The name of the house is Villa Villekulla. couldn't sail the seas any longer. And then this annoying thing had to happen, that he was blown into the ocean, and while Pippi was waiting for him to come back she went straight home to Villa Villekulla. That was the name of the house. It stood there ready and waiting for her. One lovely summer evening she had said good-by to all the sailors on her father's boat. They were all fond of Pippi, and she of them. "So long, boys." she said and kissed each one on the forehead. "Don't you worry about me. I'll always come out on top." Two things she took with her from the ship: a little monkey whose name was Mr. Nilsson--he was a present from her father--and a big suitcase full of gold pieces. The sailors stood upon the deck and watched as long as they could see her. She walked straight ahead without looking back at all, with Mr. Nilsson on her shoulder and her suitcase in her hand. "A remarkable child," said one of the sailors as Pippi disappeared in the distance. He was right. Pippi was indeed a remarkable YOU WILL NEVER EVER, EVER FIND child. The most remarkable thing about her was ANOTHER GIRL SO STRONG. Pippi was a that she was so strong. She was so very strong strong girl so strong that she can lift a horse. that in the whole wide world there was not a single police officer as strong as she. Why, she could lift a whole horse if she wanted to! And she wanted to. She had a horse of her own that she had bought with one of her many gold pieces the day she came home to Villa Villekulla. She had always longed for a horse, and now here he was, living on the porch. When Pippi wanted to drink her afternoon coffee there, she simply lifted him down into the garden. Beside Villa Villekulla was another garden and Near Villa Villekulla there was another house. another house. In that house lived a father and A father and a mother live in that house with two mother and two charming children, a boy and a children: a boy Tommy and a girl Annika. girl. The boy's name was Tommy and the girl's Tommy and Annika were happy and they played Annika. They were good, well brought up, and in the garden. They wanted new friends. They obedient children. Tommy would never think of were curious and spied on to see Pippi. biting his nails, and he always did exactly what his mother told him to do. Annika never fussed when she didn't get her own way, and she always looked pretty in her little well-ironed cotton dresses; she took the greatest care not to get than dirty. Tommy and Annika played nicely with each other in their garden, but they had often wished for a playmate. While Pippi was still sailing on the ocean with her father, they often used to hang over the fence and say to each other, "Isn't it silly that nobody ever moves into that house. Somebody ought to live there somebody with children." On that lovely summer evening when Pippi for the first time stepped over the threshold of Villa Villekulla, Tommy and Annika were not at home. They had gone to visit their grandmother for a week; and so they had no idea that anybody had moved into the house next door. On the first One day they meet Pippi day after they came home again they stood by the gate, looking out onto the street, and even then they didn't know that there actually was a playmate so near. Just as they were standing there considering what they should do and wondering whether anything exciting was likely to happen or whether it was going to be one of those dull days when they couldn't think of anything to play--just then the gate of Villa Villekulla opened and a little girl stepped out. She was the most remarkable girl Tommy and Annika had ever seen. She was Miss Pippi Longstocking out for her morning promenade. This is the way she looked: Her hair, the colour of a carrot, was braided in She had FRECKLES ON HER NOSE and red two tight braids that stuck straight out. Her nose hair. She had two braids. She had a big nose, a was the shape of a very small potato and was big mouth and strong teeth. dotted all over with freckles. It must be admitted that the mouth under this nose was a very wide one, with strong white teeth. Her dress was She had a pair of LONGSTOCKING, she had on rather unusual. Pippi herself had made it. She a pair of big shoes. had meant it to be blue, but there wasn't quite enough blue cloth, so Pippi had sewed little red pieces on it here and there. On her long thin legs she wore a pair of long stockings, one brown and the other black, and she had on a pair of black shoes that were exactly twice as long as her feet. These shoes her father had bought for her in South America so that Pippi would have something to grow into, and she never wanted to wear any others. But the thing that made Tommy and Annika open their eyes widest of all were the monkey sitting on the strange girl's shoulder. It was a little monkey, dressed in blue pants, yellow jacket, and a white straw hat. Pippi walked along the street with one foot on Annika and Tommy were curious and spy on to the sidewalk and the other in the gutter. Tommy see Pippi. and Annika watched as long as they could see her. In a little while she came back, and now she was walking backward. That was because she didn't want to turn around to get home. When she reached Tommy's and Annika's gate she stopped. The children looked at each other in silence. At last Tommy spoke. "Why did you walk backward?" "Why did I walk backwards?" said Pippi. "Isn't this a free country? Can't a person walk any way she wants to? For that matter, let me tell you that in Egypt everybody walks that way, and nobody thinks it's the least bit strange." "How do you know?" asked Tommy. "You've never been in Egypt, have you?" "I've never been in Egypt? Indeed I have. That's one thing you can be sure of. I have been all over the world and seen many things stranger than people walking backward. I wonder what you would have said if I had come along walking on my hands the way they do in Farthest India." "Now you must be lying," said Tommy. Pippi thought a moment. "You're right," she said sadly, "I am lying." "It's wicked to lie," said Annika, who had at last gathered up enough courage to speak. "Yes, it's very wicked to lie," said Pippi even more sadly. "But I forget it now and then. And how can you expect a little child whose mother is an angel and whose father is king of a cannibal island and who herself has sailed on the ocean all her life -- how can you expect her to tell the truth always? And for that matter," she continued, her whole freckled face lighting up, "let me tell you that in the Congo there is not a single person who tells the truth. They lie all day long. Begin at seven in the morning and keep on until sundown. So if I should happen to lie now and then, you must try to excuse me and to remember that it is only because I stayed in the Congo a little too long. We can be friends anyway, can't we?" "Oh, sure," said Tommy and realized suddenly that this was not going to be one of those dull days. "By the way, why couldn't you come and have “Do you want to eat with me?”, said Pippi. breakfast with me?" asked Pippi. "Why not?" said Tommy. "Come on, let's go." “Yes”, said Tommy. “Come on, let‟s go”. "Oh, yes, let's," said Annika. “Yes”, said Annika . “Come on, let‟s go”. "But first I must introduce you to Mr. Nilsson," said Pippi, and the little monkey took off his cap and bowed politely. Then they all went in through Villa Villekulla's They go inside Villa Villekulla tumbledown garden gate, along the gravel path, Let‟s go and make pancake!”, said Pippi. bordered with old moss-covered trees--really She took one egg and put it in a bowl. good climbing trees they seemed to be--up to the She took flour ad put it in the bowl. house, and onto the porch. There stood the horse, She took salt and put in the bowl. munching oats out of a soup bowl. She took milk and put in the bowl. She took butter and put in the bowl. She took sugar and put in the bowl. She took baking powder and put in the bowl. She mixed and mixed and mixed and mixed. She cooked the pancakes. "Eat!" she said. "Eat before it gets cold!" "Why do you have a horse on the porch?" asked Tommy. All horses he knew lived in stables. "Well," said Pippi thoughtfully, "he'd be in the way in the kitchen, and he doesn't like the parlor. Tommy and Annika patted the horse and then After they ate pancakes, Pippi asked Tommy and went on into the house. It had a kitchen, a parlor, Annika to go into the living room. and a bedroom. But it certainly looked as if Pippi They saw the kitchen, the living room and the had forgotten to do her Friday cleaning that bedroom. week. Tommy and Annika looked around cautiously just in case the king of the Cannibal Isles might be sitting in a corner somewhere. They had never seen a cannibal king in all their lives. But there was no father to be seen, nor any mother either. Annika said anxiously, "Do you live here all Annika said, "Do you live alone?" alone?" "Of course not!" said Pippi. "Mr. Nilsson and the "No!" said Pippi. "I live with Mr. Nilsson and horse live here too." the horse”.

"Yes, but I mean don't you have any mother or “Don't you have a mother or father?" father here?" "No, not the least little tiny bit of a one," said “No”, said Pippi. Pippi happily. "But who tells you when to go to bed at night “Who tells you when to go to bed?” and things like that?" asked Annika. "I tell myself," said Pippi. First I tell myself in a “Me. (to say in a nice way) Pippi, it‟s time to go nice friendly way; and then, if I don't mind, I tell to bed. (more sharply) Pippi go to bed!” myself again more sharply; and if I still don't mind, then I'm in for a spanking--see?" Tommy and Annika didn't see at all, but they thought maybe it was a good way. Meanwhile they had come out into the kitchen, and Pippi cried, Now we're going to make a pancake, now there's going to be a pancake. Now we're going to fry a pancake. Then she took three eggs and threw them up in the air. One fell down on her head and broke so that the yolk ran into her eyes, but the others she caught skilfully in a bowl, where they smashed to pieces. "I always did hear that egg yolk was good far the hair," said Pippi, wiping her eyes. "You wait and see--mine will soon begin to grow so fast it will crackle. As a matter of fact, in Brazil all the people go about with eggs in their hair. And there are no bald-headed people. Only once was there a man who was so foolish that he ate his eggs instead of rubbing them on his hair. He became completely bald, and when he showed himself on the street there was such a riot that the police were called out." While she was speaking Pippi had neatly picked the eggshells out of the bowl with her fingers. Now she took a bath brush that hung on the wall and began to beat the pancake batter so hard that it splashed all over the walls. At last she poured what was left onto a griddle that stood on the stove. When the pancake was brown on one side she tossed it halfway up to the ceiling, so that it turned right around in the air, and then she caught it on the griddle again. And when it was ready she threw it straight across the kitchen right onto a plate that stood on the table. "Eat!" she cried. "Eat before it gets cold!" And Tommy and Annika ate and thought it a very good pancake. Afterward Pippi invited them to step into the parlor. There was only one piece of furniture in there. It was a huge chest with many tiny drawers. Pippi opened the drawers and showed Tommy and Annika all the treasures she kept there. There were wonderful birds' eggs, strange shells and stones, pretty little boxes, lovely silver mirrors, pearl necklaces, and many other things that Pippi and her father had bought on their journeys around the world. Pippi gave each of her new playmates a little gift to remember her by. Tommy got a dagger with a shimmering mother-of-pearl handle and Annika, a little box with a cover decorated with pink shells. In the box there was a ring with a green stone. 'Suppose you go home now," said Pippi, "so that They went home and said: “Bye-bye Pippi. See you can come back tomorrow. Because if you you soon”. don't go home you can't come back, and that would be a shame." Tommy and Annika agreed that it would indeed. So they went home--past the horse, who had now eaten up all the oats, and out through the gate of Villa Villekulla. Mr. Nilsson waved his hat at them as they left.

APPENDIX 14c

PIPPI MOVES INTO VILLA VILLEKULLA

(The words with capital letters are from the song)

Once upon a time, there was a little girl: Pippi. Pippi CAME RIDING INTO TOWN ONE DAY

SHE'S GOT A HOUSE, AN OLD AND FUNNY HOUSE, A MONKEY Mr. Nilsson (hu, hu, hu, hu) AND A HORSE (hii, hiii), A SUITCASE FULL OF GOLDEN COINS....

Her mother died and her father was a captain of a boat on the ocean (row, row) and he will come back. "My papa is a king. And he is the best!” “He will come back!”. “My father built this house to live with me…and so he will come back. The name of the house is Villa Villekulla.

YOU WILL NEVER EVER, EVER FIND ANOTHER GIRL SO STRONG. Pippi was a strong girl so strong that she can lift a horse.

Near Villa Villekulla there was another house. A father and a mother live in that house with two children: a boy Tommy and a girl Annika. Tommy and Annika were happy and they played in the garden. They want new friends. They were curious and spy on to see Pippi.

One day they met Pippi. She had FRECKLES ON HER NOSE and orange hair. She had two braids. She had a big nose, a big mouth and strong teeth.

She had a pair of LONGSTOCKING, she had on a pair of big shoes.

Annika and Tommy were curious and spy on to see Pippi.

“Do you want to eat with me?”, said Pippi. “Yes”, said Tommy. “Come on, let‟s go”. “Yes”, said Annika . “Come on, let‟s go”. They go inside Villa Villekulla Let‟s go and make pancake!”, said Pippi.

She took one egg and put it in a bowl. She took flour ad put it in the bowl. She took salt and put in the bowl. She took milk and put in the bowl. She took butter and put in the bowl. She took sugar and put in the bowl. She took baking powder and put in the bowl.

She mixed and mixed and mixed and mixed. She cooked the pancakes. "Eat!" she said. "Eat before it gets cold!"

After they ate pancakes, Pippi asked Tommy and Annika to go into the living room. They saw the kitchen, the living room and the bedroom.

Annika said, "Do you live alone?" "No!" said Pippi. "I live with Mr. Nilsson and the horse”. “Don't you have a mother or father?" “No”, said Pippi. “Who tells you when to go to bed?” “Me. (to say in a nice way) Pippi, it‟s time to go to bed. (more sharply) Pippi go to bed!”

They went home and said: “Bye-bye Pippi. See you soon”.

APPENDIX 15

PANCAKE RECIPE

INGREDIENTS

1 1/2 cups all-purpose flour 3 1/2 teaspoons baking powder 1 teaspoon salt 1 tablespoon white sugar 1 1/4 cups milk 1 egg 3 tablespoons butter, melted

DIRECTIONS

1. In a large bowl, sift together the flour, baking powder, salt and sugar. Make a well in the center and pour in the milk, egg and melted butter; mix until smooth. 2. Heat a lightly oiled griddle or frying pan over medium high heat. Pour or scoop the batter onto the griddle, using approximately 1/4 cup for each pancake. Brown on both sides and serve hot.

LIST OF APPENDIXES

1. Hello, hello … see you soon 2. Astrid Lindgren 3. Troll’s history 4. Map 5. Olga’s trip 6. Just like you 7. Head and shoulders 8. The song of the rooms 9. This is the way 10. The storm 11. Story about trolls 12. If you are happy 13. Pippi song 14. Pippi story 15. Pancake

25. REFERENCES

Bortoluzzi, Maria (2004). Sharing reflections and awareness. Learning to teach English as a foreign language. Udine: Forum.

Brewster, Jean and Ellis, Gail and Girard, Denis (2002). The primary English guide. Essex: Penguin English Guide.

Cummings, William K. (2003). The Institutions of Education. Oxford: Symposium Books.

Fabbro, Franco (2004). Neuropedagogia delle lingue. Roma: Astrolabio.

Ioannou-Georgiou, Sophie and Pavlou, Pavlos (2003). Assessing young learners. Oxford: Oxford university press.

Luongo-Orlando, Katherine (2001). A project approach to language learning. Markham, Ontario: Pembroke.

Philips, Diana (1999). Drama with children. Oxford: Oxford university press.

Philips, Diana and Burwood, Sarah and Dunford, Helen (1999). Projects with young learners. Oxford: Oxford university press.

Reily, Vanessa and Ward M. Sheila (2004). Very young learners. Oxford: Oxford university press.

Taeschner, Traute (2003). L’insegnante magica. Roma: Borla.

Taeschner, Traute (2003). The adventures of Hocus and Lotus. Brescia: La scuola. http://www.trollshop.net/trolls/history.htm accessed February 20, 2008 http://www.uniud.it/didattica/facolta/formazione/scienze_della_formazione_primaria- VO/sezione.2006-10-24.6375953798 accessed February 22, 2008.

Uthup, Ushua (2005). Karady Rhymes – Indian rhymes for Indian kids. Karadi Tales.

Vale, David and Mullanet, Stephen and Murphy Pat (1993). Story world. Oxford: Macmillan Heinemann English Language Teaching.

Vidyaonline. http://www.vidyaonline.net/arvindgupta/pippi.htm accessed February 26, 2008.

Wikipedia (a). http://en.wikipedia.org/wiki/Astrid_Lindgren accessed February 20, 2008.

Wikipedia (b). http://en.wikipedia.org/wiki/Nursery_rhyme accessed February 21, 2008.

Wikipedia (c). http://en.wikipedia.org/wiki/Pippi_Longstocking accessed February 20, 2008.

Wikipedia (d). http://en.wikipedia.org/wiki/Rhyme accessed February 21, 2008.

CONTENTS

1. Why project work?, 1 2. Introduction to the whole project, 1 3. Context (for the whole project), 3 4. Time, 3 5. Other people involved/group involved, 3 6. Different areas involved, 4 7. General aims of the whole project, 5 8. Introduction to the English part of the project, 5 9. Context (for the English part), 7 10. Prerequisites, 7 11. Place, 8 12. Layout of the class, 8 13. Classroom language, 8 14. Routine, 9 15. Lesson‟s structure, 9 16. Why use songs, rhymes and chants?, 9 17. The use of children literature, 10 18. Final product, 12 19. Mind map, 13 20. Stages (resume and then stage by stage), 14 21. Stages of the project, 14 22. Personal considerations about monitoring and assessing, 25 23. Conclusion, 28 24. Personal motivation, 29 25. References, 30